Making reasoning visible through process mapping in digitally simulated clinical reasoning assessments

Amanda Edgar; Suzanne Estaphan; Luke Chong; James Armitage; Lucinda Ainge; Gerry Corrigan

doi:10.11157/fohpe.v25i4.796

Authors

Amanda K Edgar Deakin University, Australia https://orcid.org/0000-0002-2931-5052
Suzanne Estaphan Australian National University, Australia https://orcid.org/0000-0003-2369-4052
Luke Chong Deakin University, Australia https://orcid.org/0000-0001-5694-4500
James A Armitage Deakin University, Australia https://orcid.org/0000-0002-8526-0324
Lucinda Ainge Deakin University, Australia
Gerry Corrigan Charles Sturt University, Australia

DOI:

https://doi.org/10.11157/fohpe.v25i4.796

Keywords:

clinical reasoning, health professional education, optometry education, simulation-based education, assessment

Abstract

Introduction: Making the processes underpinning students’ approaches to given tasks visible is challenging. The aim of this study was to assess the viability of microanalysis of a digitally simulated clinical reasoning assessment.

Methods: Eighty-five second-year optometry students were invited to participate in recall interviews. Through thematic analysis, we constructed a codebook and through microanalysis, process maps were created.

Results: The codebook had four themes and 27 codes. The 53 process maps were synthesised to demonstrate decision making.

Conclusion: Microanalysis could be used in future studies to explore underlying cognitive processes in digitally simulated clinical reasoning assessment in optometry education.

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